An analytical framework for analyzing student teachers’ verbal interaction in learning situations

This paper focuses on the study of student teachers’ verbal interaction in learning situations generated in a classroom corresponding to a mathematics methods course. In our work, we incorporate two ‘ways of seeing’ a group: as an entity or as a set composed of individualities. We present an analytical framework that considers two dimensions connected with these ways of seeing the group and four variables corresponding to these dimensions, through which the verbal interaction between student teachers in a group can be considered. As regards the first dimension, the variables included are specific language, cognitive processing, social processing; the second dimension considers the relational variable. We describe each of the different variables that form the framework, and how this framework allows us to analyse the verbal interaction in three groups of student teachers. We believe that building analytic frameworks that allow the study of verbal interaction in detail is worthwhile in the educational field due to their important role in the analysis of learning-teaching processes.     

¿Es posible una educación eficaz sobre las drogas?

RESUMEN

Ante el problema del abuso de las drogas en España se plantea la posibilidad de una educación eficaz como mecanismo de prevención contra las drogas. La educación debe ir más allá de la mera información, que suele orientar el tema hacia cauces ficticios o hacia soluciones parciales. La educación sobre drogas debe incluir un conjunto de actividades para el pleno desarrollo intelectual, emotivo, psicológico y físico de niños y adolescentes. Para elaborar programas educativos concretos deberán definirse varios elementos: la población a quien va dirigido el programa, los objetivos prioritarios, el contenido, los medios adecuados para llevarlo a cabo, la forma de evaluación, y los educadores. Se valora la efectividad de algunas experiencias de educación sobre drogas en otros países. Se concluye que, aún cuando no existe una evidencia científica, es posible obtener resultados positivos con programas educativos adecuados.     

Rotary inverted pendulum with magnetically external perturbations as a source of the pendulum’s base navigation commands

The main objective of this paper is to drive a rotary inverted pendulum by following a desired navigation instruction. This navigation is commanded by the user through a new electromagnetic device which is allowed to perturb the pendulum from its upright position. This apparatus consists of an electronic magnetic driving circuit to introduce commands and realized via two operated magnetic coils. So, the external programmed magnetic perturbation can be seen as external commandments. Therefore, the control problem statement is solved via a modified regulation control implementation, to maintain the pendulum on its upright position and giving free manipulation of the base of the rotary inverted pendulum. Hence, by using the corresponding H_∞-linear matrix inequality technique, a static state controller is designed and tested experimentally so supporting our findings.     

Segmental awareness and dyslexia: Is it possible to learn to segment well and yet continue to read and write poorly?

This study is focused on the relationship between the development of segmental awareness and dyslexia. More specifically we have tried to address the question, is it possible to learn to segment well and yet continue to read and write poorly? For this purpose, 14 second and third grade dyslexic children were assigned to three different training programs. Those who participated in the first two programs were taught the skills required to use the phonemes, while those in the third program, who served as a pseudo-control group, were given the exercises in perceptual and psychomotor activities. After the training program, children who had received the first two training programs reached a level of performance similar to that of normal readers in different tasks of segmentation of phonemes. The improvements observed in these tasks were correlated in dictation but not in reading, where there was no difference after training.     

Checking the underlying structure of R-SPQ-2F using covariance structure analysis / Comprobación de la estructura subyacente del R-SPQ-2F mediante análisis de estructura de covarianza

The R-SPQ-2F is an instrument used in many studies to measure learning approaches. However, its internal structure is still a matter of debate. It is important to confirm its underlying structure in order to find out which variables are being measured with it. A survey method is used with 279 students of the Faculty of Education at the University of León, and alternative models found in the literature are compared using covariance structure analysis, specifically, Confirmatory Factor Analysis (CFA). We conclude that the structure that best fits the data is a two-factor structure in line with the results obtained in other studies. Future research should take these two primary factors into account when interpreting their findings. Solutions are also offered for improving the scale with the original 20 items.     

GPR survey to study the restoration of a Roman monument

This paper describes the ground-penetrating radar (GPR) survey carried out on the Roman theatre of Sagunto (Valencia, Spain) following recent restoration work in 1991. The structure has been substantially altered a number of times: it was remodelled during the Roman and Moorish periods, partially destroyed during the Peninsular War (1808–1814) and the Carlist War (1833–1839), and extensively modified during the 1930s and 1950s. Major reconstruction work was carried out in 1991 to convert the building into a working theatre. The GPR survey was performed to detect the possible effects of the 1991 remodelling on the historical remains and to identify the point of contact between the present-day modifications and the Roman remains. We took several on-site measurements of the wave velocity in the different materials in known areas to determine as accurately as possible the depth of the contact point. The velocity was calculated by measuring the depth in these areas and the two-way travel time of the wave. The measurements were taken from the walls and the tiers as the thicknesses of the materials were known in these areas. The recorded values were compared with the velocities reported by other authors and with the information from diffraction hyperbolas recorded in the radar data, which are caused by small objects inserted in the medium. We used these velocities to determine the exact point of contact between the Roman remains and the materials used in later restorations. The contact points cause the reflections that can be seen in the GPR data. The results also reveal considerable variations in the surface of the Roman tiers, which can be attributed to partial erosion in these areas caused mainly by water.